Competing Behaviour Pathways Diagram

Completing the activity without prompting

Given a break or access to a preferred activity

Desired Behaviour

Maintaining Consequence

Tired Academic skill defecits ngaging in a boring! repetitive! or difficult academic activity Ga"ing Given physical prompt or other assistance

#etting vent$s%

Antecendent Trigger$s%

&roblem Behaviour

Maintaining Consequence

Asking for help or saying '( don)t know how to do this*

Alternative +eplacement Behaviour

Positive Behaviour Support Plan for Gazing

Strategies that Make Problem Behaviours Irrelevant, Ineffe tive, an! Ineffi ient #etting vent #trategies ,"a k of e#er ise$ nsure that A-.- gets proper e/ercise0 at least 12 minutes of moderate,vigorous e/ercise! 3,4 times per day(f this doesn)t happen! provide physical activity choices for reinforcers,%isually stimulating environment$ close blinds so A-.- cannot see sunlight or moving trees outside&rovide A-.- with a carrel desk, Poor han!writing skills$ 5se a laptop when writing is required of A-.- Give him a pack of 'name* labels that he can use to put his name on assignments, Poor ommuni ation skills$ &rovide a 'help* card for A-.- to use to request assistance,&nstru ture! environment or setting$ 5se a visual schedule to predict upcoming activities,'ire! or has not ha! e#er ise$ Allow A-.- to do programs where sitting in chair at table is not required6ork on visual tracking activities! pu""les! play skills,Math an! rea!ing skill !efi its$ &rovide more reinforcrement! both higher quality and more frequent! &reventative #trategies ,(nclude trains and planes in activities whenever possible7or counting! have A-.count the number of trains on a page- 7or sight word reading! create Boardmaker books with simple train stories,7or learning about coins! allow A-.- to 'buy* preferred items,5se visual cues simultaneously with auditory ones- &rovide visual pictures alongside the antecedents for 'read*! 'count*! and 'what is it8*,5se positive contingency statements to remind A-.that breaks and reinforcement come after task completion,5se precorrects to remind A-.- to use his 'help* card if he needs a prompt or assistsance,5se errorless instruction for new and difficult tasks to minimi"e the chance that A-.- will not know the answer and will ga"e to get prompt9help, 5se behavioral momentum0 start with easier tasks where A-.- typically stays engaged and gradually increase task difficulty over session,Add in something here about interspersing hard9easy Teaching #trategies (Poor han!writing skills )setting event*$ Teach A-.to type on a :6 +T; keyboard,Poor ommuni ation skills )setting event*$ Teach A-.to use a 'help* card that he can e/change for promp9assistance- 5se a contingency map to show A-.- that using the help card gets him quick assistance and that ga"ing will make the task longer and not get him help $e/tinction%(&nstru ture! environment or setting )setting event*$ Teach A-.- to follow a visual schedule and cross off tasks that have been completed and identify what task is ne/tConsequence #trategies ,(ncrease quality of reinforcers for A-.- Allow him time to watch a Thomas video or to play with Thomas trains brought by B(,5se a token system where A-.- earns reinforcer after only 2 tokens- Make tokens pictures of Thomas trains and ask him which one he wants after he earns one,5se reinforcer menu frequently,5se C+7 for asking for help or using the 'help* card $D+(888% , /tinction for ga"ing < no longer provide A-.- with a physical prompt or other assistance unless he asks for it verbally or e/changes the 'hel

and give more frequent breaks when A-.- asks for help-

tasks and length of fine motor,Add breaks into visual schedule! noncontingent upon success in programs-

Competing Behaviour Pathways Diagram

&laying appropriately when alone

Given a reinforcer or praise

Desired Behaviour

Maintaining Consequence

=eft alone 5nknown Adult nearby but not attending 7ront door left unlocked loping >erbal reprimand &hysical restraint Chased

#etting vent$s%

Antecendent Trigger$s%

&roblem Behaviour

Maintaining Consequence

Asking to go outside with a parent

Alternative +eplacement Behaviour

Positive Behaviour Support Plan

Strategies that Make Problem Behaviours Irrelevant, Ineffe tive, an! Ineffi ient #etting vent #trategies ,+e,uest-preferen e !enie!-not met$ After denying request or ,+e ent hange in routine$ &rovide A-.- with a visual schedule for out,of,ordinary events so he can anticipate when parents are leaving! babysitters are coming! etc(&nstru ture! or unpre!i table setting or a tivity$ &rovide A-.- with a visual schedule to follow while parents are busy and schedule in parent play time at the end,.as not ha! e#er ise$ ensure that A-.- gets at least 12 minutes of moderate, vigrous e/ercise! 3,4 times per day(/ot engage! in an a tivity$ 6hen parent anticipates &reventative #trategies ,(f parent is busy! have A-.transition to an activity that involves his older sister,(nvolve A-.- in all parent activities when possible,&rovide attention as a ?C+ when parents are freed up+egular social interaction! both inside and outside the house, Teaching #trategies ,Teach A-.- to use a visual schedule to identify deviations from normal routine and also times when he needs to play alone and times when he can interact with parents,Teach A-.- to request parent attention when he wants it,Teach A-.- to use a timer to count down the time until parents are freed up and can play with him,5se a positive contingency statement to describe the relationship between eloping9time,out and asking for attention9getting attnetionConsequence #trategies ,Alarm on front door- This will help the parents get to A-.- faster and will minimi"e situations where he has to be chased down the street,Behavior e/tinction for verbal reprimand- 6hen A-.- is found in front of the house! silently guide him back inside,(nstitute a time,out policy for eloping- After coming back inside! A-.- gets a short e/clusionary time,out ,+einforce all of A-.-)s verbal requests for attentionGive A-.- a short! 3 minute play activity with parents involved before leaving him unattended again-

having to be busy! set up an activity where A-.- can stay engaged for a long period of time $video! computer! playing in the backyard! train track play! etc%-